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INDIANA  THEOLOGICAL  SEMINARY. 


CATALOGUE 

OP  THE 

■ 


STUDENT 


4 

Januavy,  18  33. 


CINCINNATI. 

JTMILiAN  AND  CLOPPEB,  PEINTEB8. 

1833. 


Rev,  JOHN  M.  DICKEY,  President. 
Rev.  JAMES  H.  JOHNSTON,  Secretary. 
Hon.  WILLIAMSON  DUNN,  Treasurer. 
Rev.  TILLY  H.  BROWN. 
Rev.  JOHN  FINLEY  CROWE. 
Rev.  JOHN  W.  CUNNINGHAM. 
Rev.  SAMUEL  GREGG. 

SAMUEL  HANNAH,  Esa. 

VICTOR  KING,  Esa. 

GEORGE  LOGAN,  Esq. 
Rev.  SAMUEL  G.  LOWRY. 
Rev.  JOHN  MATTHEWS,  d.  d. 

WILLIAM  REED,  Esq. 
Hon.  SAMUEL  SMOCK. 
Hon.  JEREMIAH  SULLIVAN. 
Docx.  ANDREW  SPEAR. 


b* 

» 

to 

:*- 

M 

Rev.  JAMES  IMLYTHE,  D.  D.  President,  Professor 
of  Rhetoric,  Chemistry,  Natural,  Mental,  and  Moral 
Philosophy. 

Rev.  JOHN  FINLEY  CROWE,  Vice  President,  Professor  of 
Logic,  History,  Belles  Lettres,  and  Political  Economy.* 

JOHN  H.  HARNEY,  a.  m.  Prof  essor  of  Mathematics  and  Astronomy. 

M.  A.  H.  NILES,  a.  b.  Professor  of  the  Latin,  Greek,  Hebrew,  and 
French  Languages,  and  Literature. 

Rev.  JOHN  MATTHEWS,  d.  d.  Professor  of  Didactic  and  Polemic 
Theology. 

Rev.  JOHN  W.  CUNNINGHAM,  a.  b.  Biblical  Criticism  and  Ori- 
ental Literature. 


(4) 

Theological  Students. 


MIDDLE  CLASS. 


Joseph  J,  Gray, 
M.  A.  H.  Niles, 

James  Hummer, 
David  V.  Smock, 
Damel  Lattimore, 


JUNIOR  CLASS. 


Halifax  County,  N.  C. 
Newburyport,  Mass. 

Knox  County,  Ind. 
Jefferson  County,  Ind. 
Jennings  County,  Ind. 
Theological  Students^  5. 


Under-graduates. 


JUNIOR  CLASS. 


John  Black, 
William  H.  Burner, 
Samuel  S.  Lattimore, 
Isaac  M'Coy, 
John  M.  M'Chord, 
John  L.  Martin, 
Isaac  N.  Shepherd, 
Charles  K.  Thompson, 
James  H.  Thompson,* 


Greensburgh,  Pa. 

Vincennes,  Ind. 

Jennings  County,  Ind. 

Charlestown,  Ind. 

Paris,  Ky. 

Salem,  Ind. 

Ripley,  Ohio. 

Vincennes,  Ind. 

Decatur  County,  Ind. 

Juniors,  9. 


Sophomore  Class. 

Johnson  E.  Bright,  Princess  Ann  County,  Va. 

Jesse  Brown,  Frankfort,  Ky. 

Jonathan  Edwards,  Cincinnati,  Ohio. 

Greenleaf  Fisk,  Rochester,  N.  York. 

Robert  Simpson,  .                                   Vincennes,  Ind. 

Drury  W.  Vincent,  Lunenburg  County,  Va. 

Sophomores,  6. 


*  Absent  from  sickness. 


(■'*■) 

Freshmen 

Franklin  Berryhill, 
John  B.  Conover, 
Joseph  Crooks, 
George  W.  Coons, 
Josiah  Crawford, 
James  B.  Crowe, 
Samuel  Evans, 
Allen  T.  Graves, 
Blackburn  Lefler, 
James  W.  Matthews, 
William  W.  M'Lain, 
Samuel  Newell, 
David  E.  Y.  Rice, 
Nathaniel  A.  Schillinger, 
Eli  Semple, 
John  H.  Skinker, 
James  Stewart, 
James  A.  Watson, 
Alexander  B.  Thompson, 
William  Wallace, 


Class. 

Green  County,  Ohio. 
Dayton,  Ohio. 
Greencastle,  Pa. 
Lexington,  Ky. 
Clark  County,  Ind. 
South  Hanover,  Ind. 
Owen  County,  Ind. 
New  Albany,  Ind. 
Shelbyville,  Ky. 
South  Hanover,  Ind. 
Ripley,  Ohio. 
Cincinnati,  Ohio. 
Carmi,  111. 
Cincinnati,  Ohio. 
Washington  County,  Pa, 
Stafford  County,  Pa, 
Vandalia,  111, 
South  Hanover,  Ind. 
Decatur  County,  Ind. 
Paris,  Ky. 
Freshmen^  20. 


Preparatory 

Milo  Adams, 
George  Armstrong, 
Josiah  Austin, 
Thomas  Alderdice, 
William  C.  Bares, 
James  Black, 
James  E '.  Blythe, 
Robert  W.  Brown, 
Ethel  B.  Bright, 
John  S.  Bayless, 
David  Crooks, 
James  W.  Clark, 


Department. 

Oldham  County,  Ky. 

Dubois  County,  Ind. 

Harmony  Mission. 

Cincinnati,  Ohio. 

Clark  County,  Ind. 

Hamilton  County,  Ohio. 

South  Hanover,  Ind. 

New  Castle,  Ky. 

Harmony  Mission. 

Dayton ,  Ohio. 

Franklin  County,  Pa. 

Schuyler  County,  111. 


(6) 


William  Conner, 
Samuel  S.  Crowe, 
Thomas  S.  Crowe, 
James  Curry, 
Jonathan  E.  Dodge, 
Samuel  N.  Dodge, 
Henry  G.  Duerson, 
Dbenezer  Dumont, 
Williamson  P.  Dunn, 
David  M.  Dunn, 
Joseph  Dalinazzo, 
Richard  N.  Eldridge, 
James  Embree, 
Walker  Finley, 
James  Gordon, 
Abraham  C.  Hart, 
John  Hughs, 
John  Jenkins, 
John  N.  Jones, 
William  Linn, 
John  A.  Lowry, 
William  M.  Lowry, 
Leonard  Marmaduke, 
Robert  C.  Matthews, 
John  W.  Maylin, 
John  H.  M'Farland, 
James  A.  M.  Kee, 
Marshall  M'Clure, 
Aime  Morerod, 
Theophilus  Pritchett, 
Richard  H.  Pritchett, 
Matthew  G.  Pritchett, 
Morgan  Prather, 
Sidney  U.  Sayre, 
Samuel  Steward, 
William  Stewart, 
William  Smith, 
Benjamin  Templeton, 


Hamilton  County,  Ind. 

South  Hanover,  Ind. 

South  Hanover,  Ind. 

Oldham  County,  Ky. 

Missouri  Territory. 

do.  do. 

Oldham  County,  Ky. 

Vevay,  Ind. 

South  Hanover,  Ind. 

do.  do. 

Vevay,  Ind. 

Madison,  Ind. 

Morgan  County,  Ohio. 

Morgan  County,  111. 

Holmes  County,  Ohio. 

Louisville,  Ky. 

Hinds  County,  Miss. 

Warren  County,  Miss. 

Henry  County,  Ky. 

Vandalia,  111. 

Lebanon,  Ohio. 

do.       do. 

Oldham  County,  Ky. 

South  Hanover,  Ind. 

Vevay,  Ind. 

Vicksburgh,  Miss. 

Adams  County^  Pa. 

Jefferson  County,  Ind. 

Vevay,  Ind. 

Brunswick  County,  Va. 

do.  do. 

do.  do. 

Clark  County,  Ind. 

Louisville,  Ky. 

Perry  County,  Ohio. 

Vandalia,  111. 

Adams  County,  Miss. 

Adams  County,  Ohio. 


(7) 

Benjamin  B.  Thornton,  Oldham  County,  Ky. 

Samuel  H.  Thompson,  Decatur  County,  Ind. 

Students  in  Preparatory  Department,  52. 


Summary. 

Theological  Students, 5 

Junior  Class, 9 

Sophomore  Class,      -        -        -        -        -         -        -        -  6 

Freshmen  Class, 20 

Students  in  Preparatory  Department,          ....  52 

Total  92 


Statement 

OF  THE 


PREPARATORY  STUDIES. 
^Eneid  and  Bucolics  of  Virgil,  Cicero's  Select  Orations,  Caesar's 
Commentaries  4  books,  Jacobs'  Greek  Reader,  Colburn's  Arithmetic 
and  Algebra,  Gould's  Adams'  Latin  and  Buttman's  Greek  Grammar, 
English  Grammar,  and  Geography. 


FRESHMEN  STUDIES. 

FIEST   SESSION. 

Geometry,  and  the  Application  of  Algebra  to  Geometry,  Roman  An- 
tiquities, Sallust,  and  Graeca  Majora,  (Historians.) 

SECOND  SESSION. 

Application  of  Algebra  to  Geometry,  continued,  Roman  Antiquities, 


(8) 

continued,  Horace,  (Odes  and  Satires,)  Graca  Majora,  (Heroic  Poets,) 
or  Homer's  Iliad,  Plane  Trigonometry,  Mensuration,  Surveying  and 
Navigation. 


SOPHOMORE  STUDIES. 

FIRST  SESSION. 

Geometry  of  Planes  and  Solids,  and  Spherical  Trigonometry,  Grecian 
Antiquities,  Cicero  de  Officiis,  and  Livy,  Graeca  Majora,  (Orators.) 

SECOND    SESSION. 

Topography,  Trigonometrical  Surveying  and  Levelling,  Grecian  An- 
tiquities continued,  Horace,  (Epistles  and  Art  of  Poetry,)  Georgics  of 
Virgil,  Graeca  Majora,  (Bucolic  Poetry.) 


JUNIOR  STUDIES. 

FIRST  SESSION. 

Conic  Sections  and  Fluxions,  (on  the  principles  of  La  Grange,) 
History,  Rhetoric,  (by  Blair,)  Cicero  de  Oratore,  Graeca  Majora,  (Philo- 
sophers and  Critics.) 

SECOND   SESSION. 

Astronomy,  Chemistry,  (by  Mitchell,)  History,  Tacitus,  Graeca  Ma- 
jora, (Tragic  Poetry.) 


SENIOR  STUDIES,, 

FIRST   SESSION. 

Natural  Philosophy,  Review  of  Mathematics,  Belles  Lettres,  Political 
Economy,  Graeca  Majora,  (Lyric  Poetry.) 

SECOND  SESSION. 

Moral  Philosophy,  (by  Beattie,)  Mental  Philosophy,  (by  Hedge's 
edition  of  Brown,)  Review  of  Astronomy,  Logic,  Hebrew  or  French,  at 
the  option  of  the  student. 

During  the  whole  course  there  are  weekly  exercises  in  reading, 
speaking,  and  composition. 


(8) 

Admission. 

Testimonial.^ — The  candidate  for  admission  to  college,  previous  to 
his  examination,  must  produce  satisfactory  evidence  that  he  sustains  a 
fair  moral  character,  and  that  he  has  completed  the  part  of  the  course 
preparatory  to  the  standing  for  which  he  is  offered.  If  he  has  been  a 
member  of  another  college,  a  certificate  of  regular  dismission  will  also 
be  required. 

Age. — No  one  is  admissible  to  the  Freshman  Class  until  he  has  com- 
pleted his  fourteenth  year;  nor  to  an  advanced  standing  without  a  cor- 
responding increase  of  age. 

Payments. — The  tuition  fee  for  the  session,  ($7  50,)  together  with 
$5  for  board,  will  be  required  in  advance. 

Laws. — Each  student,  on  admission,  receives  a  copy  of  the  laws  of 
*  college,  and  is  constituted  a  member  of  college  by  signing  a  promise 
jJtjI  to  conform  to  the  laws  and  regulations  of  the  institution. 


Examinations. 

1.  Of  all  the  classes  at  the  close  of  each  session. 

2.  Of  candidates  for  degrees  six  weeks  before  commencement . 


Vacations. 

1.  Spring  vacation,  from  the  last  Wednesday  in  March  to  the  1st 
Monday  in  May. 

2.  Autumn,  from  the  last  Wednesday  in  September  to  the  first  Mon- 
day in  November;  and  it  is  very  desirable  that  all  the  students  should 
be  present  at  the  opening  of  the  session. 


Expenses. 

College  Bills,  $7  50  per  session,  - 
Board,  at  $1  per  week,    - 
Room  rent,  $1  per  year, 
Fuel  and  Lights,  $5  per  year, 
Washing,  $4  per  year, 

-  15  00 
42  00 

-  1  00 
5  00 

-  4  00 

Deduct  products  of  manual  labor, 

$67  00 
25  00 

$42  00 
This  calculation  has  reference  only  to  those  students  who  work  on 
the  farm,  and  who  are  upwards  of  15  years  of  age.     Mechanics  will 


(10) 

have  the  privilege  of  making  their  own  engagements  for  work,  and  en- 
joying the  entire  profits.  Boys  under  15  years  of  age  will  receive  wages 
according  to  the  value  of  their  labor. 


OF 

HANOVER  COLLEGE. 

No  inconsiderable  part  of  the  fascination  which  is  thrown  arouim  me 
history  of  empires,  and  even  of  individuals  who  have  become  celebrated 
among  their  cotemporaries,  arises  from  tracing  their  progress  from  ob- 
scurity to  their  meridian  splendor.  This  fact  induces  the  belief  that 
some  account  of  the  History  of  Hanover  College  may  not  be  without 
interest  to  its  friends  and  patrons. 

In  the  year  1825,  two  ministers  of  the  gospel,  James  M.  Dickey  and 
John  F.  Crowe,  who  had  entered  Indiana  as  pioneers,  and  had  settled 
near  to  each  other,  where  eight  or  ten  churches  and  as  many  counties 
were  entirely  dependent  on  them  for  ministerial  labors,  laid  the  founda- 
tion on  which  has  been  erected  this  institution. 

They  had  been  long  laboring  to  gather  up  the  lambs  of  Christ's  fold, 
who  were  literally  as  sheep  without  a  shepherd;  and  they  had  been  fer- 
vently praying  the  great  shepherd  of  his  sheep  to  send  forth  more  labor- 
ers. Often  were  their  hearts  cheered  by  the  arrival  of  young  brethren, 
whom  they  were  disposed  to  regard  as  sent  in  answer  to  the  prayers  that 
that  were  daily  offered  up  on  this  subject;  but  as  often  were  their  hopes 
blasted  and  their  hearts  discouraged,  by  seeing  them  either  return  to 
more  promising  fields  of  usefulness  east  of  the  mountains,  or  falling 
victims  to  the  fatigues  and  privations  of  a  new  country.* 

With  feelings  wrought  up  almost  to  agony  by.  such  disappointments, 
in  connection  with  the /Macedonian  cry  which  was  heard  on  every  hand 
for  help,  they  came  to  the  conclusion  that  men  must  be  raised  up  on  the 
ground,  with  habit-Sr  that  would  enable  them  to  "endure  hardness  as  good 
soldiers,"  to  supply  the  church  "in  the  wilderness."  This,  at  the  next 
meeting  of  thsw*  Presbytery,  they  urgv.d  on  their  brethren  with  so  much 
effect,  ijial  tbdy  were,  by  Presbytery,  appointed  a  committee  to  select  a 

*  Among  those  who  thus  fell  in  what  is  called  the  seasoning,  were  the  Rev.  Messrs. 
Hickman,  Searle,  Day,  Trimble  and  Young. 


(11 ) 

spot  for  the  location  of  a  Presbyterial  school,  and  to  draft  a  plan  for  its 
organization. 

The  site  selected  was  the  place  now  occupied  by  the  college,  and 
the  plan  was  that  of  a  manual  labor  school.  Their  report  was  adopted 
by  Presbytery;  but  a  suitable  teacher  could  not  be  procured.  Wearied 
by  delays  and  disappointments,  one  of  the  individuals,  the  Rev.  John  F. 
Crowe,  with  whom  the  plan  originated,  after  much  prayer  and  delibera- 
tion, determined  to  make  a  commencement,  hoping  that  after  the  school 
was  organized  and  in  successful  operation,  there  would  be  less  difficulty 
in  procuring  a  teacher. 

Consequently,  a  log  cabin  was  prepared,  16  by  18  feet,  and  on  the 
1st  day  of  January,  1827,  the  school  was  opened  with  six  students  and 
solemnly  dedicated  to  God.  Not  one  of  the  students  was  pious,  though 
children  of  prayer;  for  they  were  all  sons  of  ruling  elders  in  the  Pres- 
byterian church.  The  number  gradually  increased,  until  the  winter 
session  of  1828  opened  with  fourteen  students.  About  this  time,  in 
answer,  as  it  is  believed,  to  the  prayers  that  were  daily  offered  up  for 
this  object,  God  poured  out  his  Spirit  on  the  school  and  eight  out  of  the 
fourteen  became  the  hopeful  subjects  of  regenerating  grace. 

This  display  of  Divine  mercy  not  only  encouraged  the  breast  and 
strengthened  the  hands  of  the  teacher,  but  excited  a  degree  of  interest 
in  the  surrounding  churches  that  resulted  in  a  considerable  increase  of 
promising  young  men.  The  next  session  consequently  numbered 
twenty  students,  of  whom  fourteen  were  members  of  the  church  and 
hopefully  pious. 

At  this  time  our  log  building  was  found  "too  strait  for  us,"  and  the 
school  was  removed  to  the  meeting  house.  As  this  accommodation 
could  not  be  calculated  on  permanently,  the  necessity  of  a  more  commo- 
dious house  urged  itself  on  the  mind  of  the  teacher,  and  he  determined 
on  the  erection  of  a  brick  building,  25  by  40  feet,  two  stories  high. 
But  he  found  himself  without  funds,  and  without  patrons  who  could 
supply  them.  The  object,  however,  of  keeping  together  the  little  band 
of  devoted  youth,  who  were  ardently  desirous  to  serve  their  master  in 
his  vineyard,  and  of  preparing,  with  the  blessing  of  God,  a  supply  for 
the  increasing  wants  of  the  church,  appeared  so  important,  that  he  de^ 
termined  to  go  forward  in  the  enterprise ;  trusting  in  God  for  the  means 
of  its  accomplishment. 

For  this  purpose  a  subscription  was  opened,  of  the  following:  kind 


(  12) 

The  students  pledged  themselves  to  throw  up  a  sufficient  quantity  of 
earth  to  make  80,000  brick.  The  teacher  bound  himself  to  board  the 
hands  while  making  the  brick,  and  to  furnish,  wood  to  burn  them.  An- 
other individual  subscribed  rock  for  the  foundation,  and  another  the 
building  it.  One  man  subscribed  a  sufficient  number  of  stocks  at  the 
saw-mill  to  make  all  the  lumber  needed  for  the  building;  and  another, 
the  hauling  of  the  lumber,  &c. 

In  this  manner  the  work  was  carried  on,  and  a  building  completed 
worth  1000  dollars,  while  the  amount  of  cash  actually  expended,  was 
less  than  400.  One  fourth  of  this  sum  was  paid  by  two  individuals;  the 
balance  was  obtained  by  contributions  in  Madison  and  the  neighbor- 
hood. Williamson  Dunn,  Esq.  donated  the  beautiful  lot  which  forms 
the  college  campus,  together  with  six  lots  in  the  village. 

The  Presbytery,  which  had  hitherto  patronized  the  school  only  by  at- 
tending its  semi-annual  examinations,  now  felt  that  it  was  of  sufficient 
importance  to  justify  an  effort  to  obtain  a  charter.  Application  was 
consequently  made  to  the  state  legislature  for  this  object.  Influenced 
by  a  liberal  and  enlightened  policy,  they  granted  a  charter,  with  ample 
privileges,  to  a  corporate  body,  under  the  style  of  "  The  Board  of  Trus- 
tees  of  Hanover  Academy."  And,  that  the  manual  labor  system  might 
be  put  into  operation,  Judge  Dunn  and  John  Finley  Crowe  gave  to  the 
corporation,  each  fifty  acres  of  land,  lying  adjacent  to  the  academy,  for 
a  farm. 

In  the  following  autumn,  1829,  Presbytery  gave  up  the  superinten- 
dence of  the  academy  to  the  Synod  of  Indiana .  This  body  immediately 
entered  into  a  compact  with  the  trustees  of  the  institution,  to  append  to 
it  a  Theological  Seminary,  under  the  provisions  of  its  charter. 

At  the  same  meeting,  the  Rev.  Dr. Matthews,  of  Shepherdstown,  Va^ 
was  unanimously  elected  by  Synod,  Professor  of  Theology  in  their 
seminary.  On  being  informed  of  this  appointment,  the  Doctor  deemed 
it  important  to  visit  the  institution:  and  although  he  found  it  located  in 
the  woods,  and  struggling  for  existence,  yet  he  determined  to  cast  in 
his  lot  with  those  whom  he  found  laboring  under  a  burthen  beyond  their 
strength;  consecrating  his  time  and  his  talents  to  the  noble  object  of 
building  up  a  school  of  the  prophets  in  "the  far  West." 

In  the  Spring  following,  Dr.  Matthews  moved  with  his  family  to 
Hanover,  and  engaged  in  the  arduous  duty  of  giving  instruction  in  the 
academy,  as  there  was  no  theological  class  yet  formed.    Shortly  after, 


(  13  ) 

a  mathematical  teacher  was  employed  and  the  academy  assumed,  in  its 
operations,  something  of  the  forms  and  regularity  of  a  college. 

But  in  the  autumn  of  this  year,  1830,  in  the  mysterious  providence 
of  God,  the  faith  and  the  patience  of  the  Board  were  severely  tried. 
With  great  effort  and,  in  the  case  of  a  few  individuals,  with  great  sacri- 
fice too,  a  respectable  brick  house  had  been  erected  for  the  accommo- 
dation of  Dr.  Matthews'  family.  This  building,  when  nearly  completed, 
was  seen  wrapped  in  flames  and  was  entirely  consumed. 

What  could  now  be  done?  The  corporation  was  in  debt,  their 
means  exhausted,  and  their  Professor  and  his  family  lodged  in  a  tempo- 
rary building,  in  which  they  could  not  be  comfortable.  Should  they 
abandon  the  enterprise  ?  The  thought  could  not  for  a  moment  be  in- 
dulged: for  there  were  now  nearly  twenty  young'men,  of  hopeful  piety, 
who  were  looking  up  to  them  for  that  instruction,  which,  with  the  grace 
of  God,  might  qualify  them  to  go  forth  as  ambassadors  of  Christ.  The 
Board  convened.  They  had  previously  appointed  several  agents  to 
spread  the  wants  of  the  institution  before  the  public  and  to  solicit  aid; 
yet  nothing  had  been  done, 

They  therefore,  after  mature  deliberation,  resolved  that  the  individual 
who  had  been  principally  instrumental  in  the  establishment  of  the 
school,  should  take  an  agency  east  of  the  mountains,  and  give  to  the 
Christian  philanthropists  of  that  region  an  opportunity  of  aiding  in  their 
noble  enterprise.  This  agency  was  undertaken,  and  resulted  in  the 
collection  of  upwards  of  three  thousand  dollars  in  cash,  and  several 
hundred  dollars'  worth  of  books. 

With  their  treasury  thus  replenished,  the  Board  resolved  to  erect,  in 
addition  to  the  Professor's  house,  a  brick  building,  40  by  48  feet,  2i 
stories  high,  for  a  boarding  house.  These  buildings  were  completed  in 
1831. 

In  the  spring  of  1832,  the  boarding  house  was  opened,  and  the  manu- 
al labor  system  regularly  introduced.  Notice  of  this  fact  having  been 
given  in  the  public  prints,  the  number  of  students  was  suddenly  swelled 
to  eighty.  This  unexpected  and  overwhelming  increase  seemed  to  im- 
pose the  necessity  of  erecting  additional  public  buildings;  as  neither 
dormitories  nor  recitation  rooms  could  be  furnished  for  such  a  multitude. 
And  although  the  treasury  was  overdrawn,  the  Board  deemed  it  to  be 
their  duty  to  erect,  with  all  possible  despatch,  a  large  edifice,  40  by  100 
feet,  three  stories  high. 


(  14) 

This  building,  when  finished,  will  furnish  a  chapel,  four  recitation 
rooms,  two  library  rooms,  and  32  dormitories,  calculated  to  accommo- 
date  two  students  each.  The  estimated  expense  between  six  and  seven 
thousand  dollars. 

Nor  was  this  all.  The  mamual  labor  system  could  not  be  successful- 
ly prosecuted  without  workshops.  They  therefore  resolved  to  erect 
them.  In  obedience  to  this  resolution,  the  following  buildings  have 
been  erected,  viz:  A  carpenter's  shop,  20  by  40  feet,  2  stories  high;  a 
cooper's  shop,  25  by  48  feet,  and  a  wagon  maker's  shop,  20  feet  square. 
And  in  addition  to  all  this,  they  found  it  necessary  to  build  8  dormito- 
ries, 12  feet  square,  which  would  accommodate,  each,  two  students. 

The  Board  felt  fully  aware  that,  by  the  sober,  calculating  part  of  the 
community,  they  might  and  probably  would  be  censured  for  imprudence, 
rashness,  and  even  presumption,  in  thus  involving  themselves  in  debt. 
But  a  firm  conviction  that  the  interests  of  the  institution,  the  interests 
of  education  in  the  West,  and  above  all  the  interests  of  the  western 
churches,  demanded  it,  determined  them  to  go  forward.  In  this  determi- 
nation they  were  moreover  strengthened  by  past  experience.  They  had 
seen  the  institution  rising  and  prospering,  contrary  to  the  predictions  of 
ii$  enemies,  and  altogether  beyond  the  hopes  and  expectations  of  its 
most  sanguine  fiiends.  No  improvement  had  been  attempted,  no  ex- 
pense had  been  incurred,  until  it  was  seen  to  be  absolutely  necessary. 
Their  God  had  uniformly  raised  up  for  them  friends  to  supply  their  need. 

Besides,  they  had  witnessed  so  much  liberality  in  the  feeble  churches 
in  their  own  state,  and  in  the  few  cases  in  which  application  had  been 
made  in  other  states,  that  the  y  felt  that  it  would  be  at  once  a  reflection 
on  the  benevolence  of  the  Christian  community,  and  an  almost  unpar- 
donable want  of  confidence  in  the  kind  providence  of  God,  to  indulge 
the  thought  for  a  moment,  that  they  would  not  be  sustained.  In  this 
confidence  they  have  gone  forward.  The  result  will  show  whether  they 
were  mistaken. 

But  to  return,.  The  Board  had  become  fully  convinced  that  in  order 
to  make  a  fair  experiment  of  the  manual  labor  system,  it  would  be  ne- 
cessary to  carry  the  student  through  his  entire  course,  without  interrupt- 
ing his  industrious  habits.  They  therefore  appointed  a  committee  of 
their  own  body  to  apply  to  the  legislature  for  an  enlargement  of  the 
privileges  of  their  charter,  whereby  collegiate  powers  might  be  given 
them. 


CATALOGUE 


OF    THE 


OFFICERS  AND  STUDENTS 


OF 


SOUTH  HANOVER  COLLEGE, 


AND 


INDIANA  THEOLOGICAL  SEMINARY* 


FEBRUARY,  1834, 


SOUTH  HANOVER,  IA. 

MORROW    AND    BAYLESS,    PRINTERS, 

1834. 


A 


\V 


>*€^* 


Rev.  JAMES  BLITHE,  D.  D.  President,  Professor 
of  Rhetoric,  Chemistry,  Natural,  Mental,  and  Moral 
Philosophy. 

Rev.  JOHN  FINLEY  CROWE,  A.  M.  Vice  President,  Profes. 
sor  of  Logic,  History,  Belles  Lettres,  and  Political 
Economy. 

JOHN  H.  HARNEY.  A.  M.  Professor  of  Mathematics  and 
Astronomy. 

M.  A.  H.  NILES,  A.  M.  Professor  of  the  Latin,  Greek,  Hebrew, 
and  French  Languages,  and  Literature. 

Rev.  JOHN  MATTHEWS.  D.  D.  Professor  of  Didactic  and 
Polemic  Theology. 

Rev.  JOHN  W.  CUNNINGHAM,  A.  B.  Professor  of  Biblical 
Criticism  and  Oriental  Literature. 

W.  M'KEE  DUNN,  A.  B.  Tutor,  and  Principal  of  the  Prepar- 
atory Department. 

Assistant  Teachers— CHARLES  K.  THOMPSON. 

JOHN  L.  MARTIN. 

I.  NEWTON  SHEPHERD. 
Teacher  of  Penmanship— Wm.  J.  PATTERSON, 


Theological  Students. 


Joseph  J.  Gray, 
M.  A.  H.  Niles, 
John  H.  Harney, 
James  Hummer, 
David  V.  Smock, 
Daniel  Lattimore, 
William  M'Cauley, 


Halifax  County,  N.  C. 

South  Hanover,  la. 

Do. 

Knox  County,  la. 

Jefferson  County,  la. 

Jennings  County,  la. 

la. 

Theological  Students,  7. 


TJNDER-ORADTTjITBS. 


Senior  Class. 


W.  Hamilton  Brunerr 

Selby  Harney, 

Isaac  McCoy, 

J.  Mason  McChord, 

John  L.  Martin. 

I.  Newton  Shepherd, 

Charles  K.  Thompson, 


Vincennes,  la. 

Logansport,  la. 

Clarke  Co.,  la. 

Paris,  Ky. 

Salem,  la. 

Ripley,  O. 

Vincennes,  la. 

Seniors  7. 


Junior  Class. 


Roberts;  Bell, 
James  Brown, 
William  P.  Buell, 
Jonathan  Edwards, 
Moses  H.  Hunter, 
David  B.  Reed, 
Samuel  Smith, 
Robert  Simpson, 
James  A.  Watson, 


Winchester,  Va. 

Xenia,  O. 

Marietta,  O. 

Cincinnati,  O. 

Berkeley  Co.,  Va. 

Jefferson  Co.,  la. 

Louisville,  Ky. 

Vincennes,  la. 

Jefferson  Co.,  la. 

Juniors.  9. 


(6) 


Sophomore  Class. 


Franklin  Berryhill, 
Jesse  D.  Brown, 
Abner  D.  Chapman, 
J.  Berlew  Conover, 
Josiah  Crawford, 
Joseph  Crooks, 
David  H.  Cummins, 
Samuel  N.  Evans, 
Andrew  Fulton, 
Allen  T.  Graves, 
Thomas  W.  Hynes, 
Harvey  Maxwell, 
William  W.  McLain, 
Samuel  F.  Morrow, 
Samuel  Newell, 
Amos  Rogers, 
David  E.  Y.  Rice, 
John  J.  Speed, 
Nathaniel  A.  Schillinger, 
John  H.  Skinker, 
Horatio  Simrall, 
Samuel  R.  Wilson, 


Greene  Co.,  O. 

Frankfort,  Ky. 

Union  Co.,  O. 

Dayton,  O. 

Clark  Co.,  la. 

Mercersburg,  Pa. 

Greene  Co.,  O. 

Owen  Co.,  la. 

Greene  Co.,  O. 

New  Albany,  la. 

Bardstown,  Ky. 

Jefferson  Co,  la. 

Ripley,  O. 

Green  Co.,  O. 

Cincinnati,  O: 

Cincinnati,  O. 

Carmr,  111. 

Bardstown,  Ky. 

Cincinnati,  O. 

Fredericksbmg,  Va. 

Shelbyville,  Ky. 

Cincinnati,  O 

Sophomores.  22. 


Freshman  Class 


Thomas  Alderdice, 
Ebenezer  C.  Birge, 
James  Black, 
James  Blythe, 
Horace  Brown, 
David  Crooks, 
James  B.  Crowe, 
Williamson  P.  Dunn, 


Cincinnati,  O. 

Underbill,  Vermont. 

Hamilton,  Co.,  O, 

South  Hanover,  I  a. 

Green  Co.,  N.  Y. 

Mercersburg,  Pa. 

South  Hanover,  la. 

Do. 


(?) 


George  H.  Grundy, 
Andrew  Harper, 
William  C.  Harper, 
Moses  A.  Hoge, 
Sylvanus  Jevvett, 
John  Jones, 
Ephraim  Lynn, 
James  W.  Matthews, 
James  A.  McKee, 
Robert  C.  McComb, 
John  D.  Paris, 
William  J.  Patterson, 
William  C.  Scott, 
Lewis  Thompson, 
S.  Harrison  Thomson, 
John  C.  Williamson, 
William  Wallace, 


Lebanon,  Ky. 

Montgomejy  Co.,  O. 

Do. 

Columbus,  O. 

Do. 

Warren  Co.,  O. 

Salem,  la. 

South  Hanover,  la. 

Adams  Co.,  Pa. 

Columbus,  O. 

Augusta  Co.,  Va. 

Franklin  Co.,  O. 

Hardy  Co.,  Va. 

Anderson  Co.,  Ky. 

Decatur  Co.,  la. 

Fauquier  Co.,  Va. 

Paris,  Ky. 

Freshmen,  2L 


Preparatory  Department. 


Lewis  J    Adams, 
Milo  Adams, 
George  Armstrong, 
J.  M.  Austin, 
Henry  P.  Ay  res, 
Peter  H.  Banta, 
Philip  D.  Barbour, 
Philip  Bashaw, 
James  Baxter, 
John  S.  Bayless, 
William  K.  Brice, 
Amos  A.  Bricer 
Ransom  Briggs, 
Robert  W.  Brown, 


Miami  Co.,  O. 

Oldham  Co.,  Ky. 

Dubois  Co.,  la. 

Harmony  Mission,  Mo. 

Troy,  O. 

Switzerland  Co.,  [a. 

Oldham  Co.,  Ky. 

Henry  Co.,  Ky. 

Hamilton  Co.,  O. 

New  York  City. 

Montgomery  Co.  O. 

Do. 

South   Hanover,  la. 

Newcastle,  Ky. 


(8) 


Alexander  M.  Brown, 
Alpheus  W.  Blinn, 
Ethel  B.  Bright, 
James  Bruner, 
Percival  E.  Butler, 
Kershner  Baum, 
William  Blair, 
James  N.  Caldwellr 
William  M.  Chever, 
James  Chamberlain, 
Samuel  Crowe, 
Thomas  Crowe, 
Robert  Deen, 
Jonathan  E.  Dodge, 
Ebenezer  Dumont, 
Henry  G.  Duerson, 
William  Dunham,*" 
Henry  Evertson, 
John  N.  Fenley, 
Joseph  F.  Fenton, 
John  Fishback, 
Erasmus  D.  Fore, 
James  B.  Ferguson,* 
Walker  Findley, 
Andsew  J.  Galloway, 
FieldiigW  Gibson,* 
William  Graham, 
William  P.  Gardner, 
Sylvester  Gardner, 
Prior  S.  Gardner, 
William  S.  Harper, 
Bradley  Hawley, 
JobnT.B.Haydcn, 
John  B.  Henderson, 
William  Henderson, 
Robert  O.XIile, 


Indianapolis,  fa, 

Montgomery  Co.,  O, 

Harmony  Mission,  Mo. 

South  Hanover,  la. 

Gallatin  Co.,  Ky. 

Cincinnati,  O. 

Brown  Co.,  O. 

Warren  Co.,  O. 

South  Hanover,  la. 

Switzerland  Co.,  la. 

South  Hanover,  la. 

Do. 

Montgomery  Co,,  O. 

Boudinot,  Mo. 

Vevay,  la. 

Oidham  Co.,  Ky. 

Rising  Sun,  la. 

Ghent,  Ky. 

Jefferson  Co.,  Ky. 

Winchester,  Va. 

Jefferson  Co.,  Ky. 

Jefferson  Co.,  Ky., 

Louisville,  Ky. 

Morgan  Co.,  111. 

#outh  Hanover j  la. 

Vickskurg,  Miss. 

New  Albany,  la. 

Amite  Co.,  Miss, 

Do. 

Do. 

Lexington,  Ky. 

Louisville,  Ky. 

Reading,  O. 

Manchester,  Miss. 

Boone  Co.,  Ky. 

Jefferson  Co.,  Ky. 


(9) 


Michael  D.  Faylor, 
Joseph  L.  Hynes, 
Paul  Huston, 
George  W.  Humphreys? 
David  A.  Jennings, 
John  Jenkins, 
James  Johnson* 
James  S.  Kemper, 
John  Kearsley, 
Thornton  Kuykendalb 
William  A.  King,* 
Alexander  Lanier, 
Minor  C.  Lefaver, 
John  Leach, 
William  Lowndes, 
John  Lowry, 
William  M.  Lowry ? 
Joseph  Malin, 
Ray  C.  Mayhall, 
James  C.  Martin, 
Robert  Matthews, 
Marshall  McClure, 
D.  Logan  McChord, 
Charles  S.  Miller, 
Silas  F.  Miller, 
La  Grande  Montague? 
Thomas  Owings, 
Thomas  Palmer, 
Matthew  Pritchett, 
Richard  H.  Pritchett? 
Henry  C.  Remann, 
George  A.  Roberts, 
Elijah  P.  Russel, 
Samuel  S.  Sanders, 
Pitman  Sanders, 
Obadiah  H.  Schenck, 
David  Severe, 


Indianapolis  la. 

Bardstown,  Ky. 

Green  Co.,  O. 

Shepherdstown,  Va . 

Worthington,  O, 

Warren  Co,  Miss, 

Natchez. 

Walnut  Hills,  O. 

Jefferson  Co.,  Va. 

Vincennes,  la. 

Hendricks  Co.,  la 

Madison,  la. 

Troy,  O. 

Union  Co.,  la 

Vincennes,  la. 

Lebanon,  O. 

Do. 

Vevay,  la. 

Franklin  Co.,  Ky. 

Jefferson,  111. 

South  Hanover,  la. 

Jefferson,  Co.,  la. 

Paris,  Ky. 

Louisville,  Ky. 

Do. 

Boone  Co.,  Ky. 

Jefferson  Co.,  Ky. 

Newcastle,  Ky. 

Jonesborough,  Va, 

Do. 

Vandalia,  HI. 

Warsaw,  Ky. 

Madison,  la. 

Gallatin  Co.,  Ky. 

Franklin  Co.,  Ky. 

Montgomery  Co.,  O. 

Greenville  Co.,  Tenn. 


(10) 


Josiah  P.  Smith, 

•!  B   Sherrard, 
iairiuel  Steward, 
William  Simonson, 
John  B.  Stitt, 
Richard  Sweezey,* 
Thomas  L.  Sullivan, 
James  S.  Sullivan, 
William  Sullivan, 
Elbha  L,  Tarvcr, 
Reuben  O.  Taylor, 
Nicholas  Taylor,* 
J.  Humphreys  Tate, 
Benjamin  Templeton, 
John  Tothill, 
Henry  J.  Turney, 
Horatio  11.  Turpin, 
Virginia  A.  Turpin, 
John  P.  Walker, 
Charles  E.  Walker, 
Harvey  C.  Wallace, 
James  S.  Wallace, 
John  N.  Whips, 
George  F.  Wiiitworth, 
Samuel  C.  Wilson, 
John  S.  II.  Wilson, 
James  F.  Wood, 

The  preceding  Catalogue 
sent  session,  and  those  marked 

§11] 


Columbus,  O. 

Bloomery  Mills,  Va. 

Summersett,  O. 

Charlestown,  la. 

Warren  Co.,  O. 

Madison,  la. 

Do. 

Richmond,  la. 

Philadelphia,  Pa. 

Amite  Co.,  Miss. 

Jefferson  Co.,  Ky. 

Do. 
Jefferson  Co.,  Va. 
Ripley,  O. 
Newport,  Ky, 
Columbus,  O. 
Gallatin  Co.,  Ky. 
Do. 
South  Hanover,  la. 
Do. 
Cape  Girardeau  Co.,  Mo. 
Do. 
Jefferson  Co.,  Ky. 
Boston,  Great  Britain. 
Butler  Co.,  Ky. 
Do. 
Union  Co.,  O 

Students  of  the  pre- 

.;:sent. 


Theological  Students, 
Senior  Clnss, 
Junior  Class,        - 
Sophomore  Class, 
n  Class, 
its  in   Preparatory    Department, 


Total 


(11) 

STATEMENT. 


OF    THE 


ootrnea  of  iNsrarctfio::. 


PREPARATORY  STUDIES. 

iEneid  and  Bucolics  of  Virgil,  Cicero's  Select  Orations,  CsesarV 
Commentaries  4  books,  Jacobs  Greek  Reader,  Colburn's  Arithmetic 
and  Algebra,  Gould' sAdams'  Latin  and  Buttman's  Greek  Grammar 
English  Grammar,  and  Geography. 


FRESHMAN  STUDIES, 

FIRST   SESSION. 


Geometry,  and  the  Application  of  Algebra  to  Geometry,  Roman 
Antiquities,  Saliust,  and  Graca  Majora,  (Historians.) 


SECOND    SESSION. 


Application  of  Algebra  to  Geometry,  continued,  Roman  Antiqui- 
ties continued,  Horace,  (Odes  and  Satires,)  Grasca  Majora,  (Heroic 
Poets,)  or  Homer's  Iliad,  Plane  Trigonometry,  Mensuration,  Sur- 
veying and  Navigation. 


SOPHOMORE  STUDIES. 

FIRST   SESSION. 


Geometry  of  Planes  and  Solids,  and  Spherical  Trigonometry., 
cian   Antiquities,  Cicero   do  Olficiis,  and   Livy,  Grajca    Majora 
(Orators.) 


SECOND    SESSION. 


Topography,  Trigonometrical  Surveying  and  Levelling,  Grecian 
Antiquities  continued,  Horace,  (Epistles  and  art  of  Poetry,)  Geor- 
gics  of  Virgil,  Grieca  Majora,  (Bucolic  Poetry) 


(12) 
JUNIOR  STUDIES. 

FIRST   SESSION. 

Conic  Sections  and  Fluxions,  (on  the  principles  of  La  Grange,) 
History,  Rhetoric,  (by  Blair,)  Cicero  de  Oratore,  Graeca  Majora, 
(Philosophers  and  Critics.) 

SECOND   SESSION. 

Astroatimy,  Chemistry,  (by  Mitchell,)  History,  Tacitus,  Giaaca 
Majora,  (Tragic  Poetry.) 


SENIOR  STUDIES. 

FIRST   SESSION. 


Natural  Philosophy,  Review  of  Mathematics,  Belles  Lettres,  Po- 
litical Economy,  Graeca  Majora,  (Lyric  Poetry.) 


SECOND   SESSION. 


'""Moral  Philosophy,  (by  Beattie,)  Mental  Philosophy,  (Hedge's  edi- 
tion of  Brown,)  Review  of  Astronomy,  Logic,  Hebrew  or  French,  at 
the  option  of  the  student. 

During  the  whole  course  there  are  weekly  exercises  in  reading, 
speaking,  and  composition. 


'^-"'^^v^1 


Adiiiissioii. 

Testimonial. — The  candidate  for  admission  to  college,  previous  to 
his  examination,  must  produce  satisfactory  evidence  that  he  sustains 
a  fair  moral  character,  and  that  he  has  completed  the  part  of  the  course 
preparatory  to  the  standing  for  which  he  is  offered.  If  he  has  been 
a  member  of  another  college,  a  certificate  of  regular  dismission  will 
also  be  required. 

Payments. — The  tuition  fee  for  the  session,  ($10  00,)  together 
with  $5  for  board,  will  be  required  in  advance, 


Examination. 

1.  Of  all  the  classes  at  the  close  of  the  session. 

2,  Of  candidates  for  degrees  six  weeks  before  commencement 


(13) 
Vacations. 

1.  Spring  vacation,  from  the  last  Wednesday  in  March  to  thefirst 
Monday  in  May. 

2.  Autumn,  from  the  last  Wednesday  in  September  to  thefirst 
Monday  in  November;  and  it  is  very  desirable  that  all  the  students 
should  be  present  at  the  commencement  of  the  session. 


20  00 

42  00 

1  00 

5  00 

4  00 

$72  00 

25  00 

Expenses. 

College  Bills,  §10  09  per  session, 
Board,  at  $1  per  week, 
Room  Rent,  $1  per  year,  -         - 

Fuel  and  Lights,  $5  per  year, 
Washing,  $4  per  year, 

Deduct  products  of  manual  labor, 

$47  00 
This  calculation  lias  reference  only  to  those  students  who  work  on 
the  farm,  and  who  arc  upwards  of  15  years  of  age.  Mechanics  will 
have  the  privilege  of  making  their  own  engagements  for  work,  and 
enjoying  the  entire  profits.  Boys  under  15  years  of  ago  will  receive 
wa^es  according  to  the  value  of  their  labor. 


REPORT 

OF  THE  CONDITION  AND  PROSPECTS  OF  SOUTH  HANOVER  COLLEGE. 

When  this  Institution  was  first  chartered,  it  was  made  the  duty  of 
the  Trustees  to  make  an  annual  report  to  the  Legislature  of  its  con- 
dition and  prospects.  Their  first  report  has  been  laid  before  the  pub- 
lic. Some  parts  of  it,  however,  we  deem  important  to  republish. 
This  Institution  commenced  the  first  of  January  1827  without  funds, 
and  with  only  six  students.     It  now  posesses, 

,  1 .  A  college  campus  of  three  acres  on  which  is  erected  a  brick 
edifice,  40  by  100  feet,  three  stories  high;  with  a  wing  25  by  40 
feet,  two  stories  high,  furnishing  a  chapel,  five  recitation  rooms,  two 
library  rooms,  a  hall  for  one  of  the  literary  societies,  and  thirty-three 


(14) 

dormitories,  suited  to  the  accommodation  of  two  students  each 

2  A  brick  boarding  house,  40  by  46  feet,  furnishing  a  large  din- 
ing hall,  accommodations  for  the  steward,  and  twelve  dormitories. 
Connected  with  this  building  is  a  frame  stable,  smoke-house,  &c. 

3.  Ten  separate  frame  dormitories,  accommodating  two  students 
each. 

4.  A  carpenter's  shop,  20  by  40  feet,  two  stories  high,  a  cooper 
shop,  25  by  48  feet,  one  story  high ;  and  a  wagon-maker's  shop,  20 
feet  square.     The  two  first  buildings  are  framed,  the  other  of  logs 

5.  A  professor's  house,  28  by  46  feet,  two  stories  high.  This 
building  is  brick. 

6.  Farming  utensils,  and  a  farm  of  150  acres :  about  20  of  which 
are  in  cultivation.     The  land  is  estimated  at  $20  per  acre, 

7.  In  the  lower  story  of  the  carpenter's  shop  is  established  a 
chair  factory.  The  shops  are  all  furnished  with  tools.  The  whole 
is  estimated  at  $15,000,  00. 

In  addition;  to  this,  they  have  a  library  containing  about  2y00a 
volumes,  and  a  chemical  and  philosophical  apparatus. 

NUMBER  OF  STUDENTS. 

The  number  of  students  that  entered  the  first  session  of  the  last 
college  year  was  ninety-five,  and  one  hundred  and  seventy-three 
entered  fthe  last  summer  session.  The  present  number  is  one  hun- 
dred and  seventy-six,  exclusive  ©f  theological  students. 

MANUAL  LABOR. 

In  order  to  obviate  misapprehension  on  this  sudject,  the  Board  here 
beg  leave  to  make  a  few  remarks.  They  have  reason  to  believe  that 
many  regard  the  manual  labor  system  as  a  very  lucrative  concern ; 
furnishing,  at  least,  the  means  of  defraying  the  whole  expense  of  an 
education. 

All  such  expectations  must  end  in  disappointment.  The  system 
has  been  introduced,  principally,  for  the  following  reasons: — 

1st.  As  a  preservation  of  health — as  the  means  of  giving  that 
firmness  of  muscle  and  that  elasticity  of  nerve  which  shall  be  suf- 
ficient to  sustain  the  operations  of  the  most  powerful  intellect. — 
What  prudent  engineer  would  think  of  placing  a  steam  engine  of 
forty  horse  power  in  a  light  and  crazy  boat?  The  body  is  merely  the 
organ  of  the  mind's  operations  and  unless  the  organ  be  of  substantial 
materials  and  in  a  sound  condition  there  must  be  not  only  a  crippling 
of  the  operations  of  the  mind,  but  an  excitement  so  disproportionate 
to  the  energies  of  a  feeble  system  as  to  ensure  its  speedy  dissolution. 
Hence  the  necessity  of  educating  both  body  and  mind,  viz:  of  provid- 
ing for  the  growth  and  healthful  condition  of  all  the  members  and 


(15) 

organs  of  the  body  as  well  as  the  powers  of  the  mind.  And  hence  we 
see  the  correctness  of  that  definition  of  education  which  represents  it 
as  "the  proper  dev elopement  of  the  powers  of  both  body  and  mind; 
and  not  as  it  is  now  practically  defined,  the  culture  of  the  mind  to 
the  neglect  and  permanent  injury  of  the  body."  The  fearful  ravages 
of  sedentary  habits  on  the  health  and  lives  of  students  have  long  been 
seen  and  deplored.  The  exhortations  of  parents  and  instructors 
have  all  proved  unavailing;  as  have  also  the  irregular  and  capricious 
exercises  of  the  gymnasium.  And  experience  has  now  fully  estab- 
lished the  fact,  that  there  can  be  no  security  but  in  college  regulations, 
that  our  most  promising  young  men  will  not  fall  victims  to  their  indis- 
creet zeal  in  pursuit  of  knowledge. 

2nd.  As  the  means  of  invigorating  the  mind.  A  judicious  sys- 
tem of  manual  labor  in  connection  with  study  expands  intellect,  and 
gives  energy  and  decision  o£  character, 

3d.  But  what  is  perhaps  still  more  important,  manual  labor  is 
found  to  be  a  most  effectual  safeguard  to  morals.  The  opiuion  of  Dr. 
Hush,  that  "idleness  is  the  parent  of  every  vice,"  is  corroborated  by 
every  day's  experience,  and  every  day's  observation.  Moreover,  vice 
is  infectious;  especially  to  the  ardent  and  unsuspicious  character  of 
youth.  A  multitude  of  boys  suddenly  released  from  the  restraints  of 
parental  authority  and  thrown  together,  not  only  tempt  each  other 
to- wickedness,  but  encourage  each  other  to  deeds  of  daring  which 
would  otherwise  never  have  been  thought  of.  In  support  of  this  po- 
sition, we  beg  leave  to  present  the  following  testimony:  "Youth 
must  and  will  have  employment  of  some  kind.  They  cannot  study 
always.  In  our  colleges  they  are  suffered  usually  to  devise  their  own 
ways  and  means  of  amusement.  They  are  expected,  indeed  exhort- 
ed to  take  exercise,  and  they  are  allowed  abundance  of  time  for 
the  purpose.  Still  the  whole  concern  is  left  to  their  own  discre- 
tion. The  time  they  have,  and  the  question  is,  how  do  they  spend  it? 
Often  in  mere  idle  lounging,  talking,  smoking,  and  sleeping;  often  in 
sedentary  games,  which,  whether  in  themselves  lawful  or  unlawful, 
are  always  injurious  to  the  student,  because  he  requires  recreation  of 
a  different  kind,  but  too  frequently  in  low  degrading  dissipation,  in 
drinking  and  gaming  to  the  utter  neglect  of  every  duty,  and  to  the 
utter  abandonment,  and  sacrifice  of  every  principle  of  honor  and 
virtue. 

And  it  is  also  very  important  h\  a  pecuniary  and  political  point  of 
view,  inasmuch  as  it  lessens  the  expense  of  education  so  far  as  to 
throw  open  the  doorofscinece  to  ail  talented  and  enterprising  youno- 
men  whatever  may  be  their  circumstances. 

On  this  point  we  cannot,  refrain  presenting  the  following  extract 
from  the  pen  of  one  of  the  most  eloquent  and  indefatigable  friends 
of  education  of  the  present  day.     The  point  which  he  is  attempting 


3  0112  105725292 

to  establish  is  the  following,  viz:  "  The  prevent  system  of  education 
is  so  expensive  that  its  'practical  effects  are  anti-republican/'1 

"At  many  of  our  colleges  the  annual  expense,  exclusive  of  books 
and  clothing,  is  not  far  from  $200 ;  at  others  $150,  and  at  the  cheap- 
est $100.  Who  then  can  educate  their  sons  at  college?  Not  more 
than  o;ie  family  in  twenty.  Thus  nineteen  twentieths  of  our  popula- 
tion are  shut  out  from  the  advantages  of  education  in  the  higher  bran- 
ches. And  as  knowledge  is  power,  the  sons  of  the  rich  by  enjoying 
advantages  for  the  acquisition  of  the  power  vastly  superior  to  others, 
inay  secure  to  themselves  sr  monopoly  of  those  honors  and  emolu- 
ments which  are  conferred  upon  the  well  educated.  In  this  way  so^ 
ciety  is  divided  into  castes.— The  laboring  classes  become  "hewers 
of  wood  and  drawers  of  water"  for  the  educated,  The  two  parties 
stand  wide  asunder,  no  bond  of  companionship  uniting  them,  no  mu- 
tual sympathies  incorporating  them  in  one  mass,  to  a  common  level 
for  both.  The  chasm  between  them,  even  in  this  republican  govern- 
ment, already  yawns  deep  and  broad ;  and  if  it  be  not  speedily  bridg- 
ed, by  bringing  education  within  the  reach  of  the  poor,  it  will  widefi 
into  an  impassible  gulf,  and  our  free  institutions,  our  national  charac- 
ter, our  bright  visioas  of  future  glory  will  go  down  into  it. 

The  general  and  state  governments  have  done  much  in  order  to 
bring  education  within  the  reach  of  the  great  mass  of  the  people. 
Millions  have  been  expended  in  the  erection  of  buildings-,  the  estab- 
lishment of  Professorships j  and  in  the  purchase  of  libraries  and  ap- 
paratus. And  what  is  the  result?  Why,  the  wealthy  can  educate 
their  sons  a  little  cheaper  than  before.  But  education  is  still  so  ex- 
pensive that  the  community  generally  receive  no  benefit  from  sveh 
appropriations.  Thus  our  legislatures  have  in  effect  aided  those 
who  needed  no  assistance,  and  tantalized  the  needy  wffii  a  show  of  aid 
so  far  removed,  that  it  can  never  avail  them. 

"If  a  portion  of  the  funds  thus  appropriated  had  been  expended  in 
furnishing  the  students  of  our  institutions  with  the  means  of  prof lia- 
ble employment  during  those  hours  each  day  whi#h  are  not  devoted  to 
study,  such  appropriations  would  have  beiitted  the  character  of  a  re- 
publican people;  and  our  higher  institutions  instead  of  meting  out 
their  blessings  as  they  now  do,  only  to  a  favored  few,  would  pour 
them  equally  upon  all.  The  sun  of  science  would  rrot  rise  merely  to 
illuminate  the  palace  but  to  gladden  the  htfvei" — Weld, 

Influenced  by  such  views  of  the  subject,  the  board  of  Trustees  in 
troduced  manual  labor  with  the  commencement  of  their  Institution, 
and,  although  the  experiment  has  been  made  under  many  embarras- 
ing  circumstances,  its  success  leaves  little  doubt  that  the  plan  of  con- 
necting manual  labor  with  study  is  practicable. 


